Virtual+Field+Trips

LESSON PLAN
(By Andrea Handler-Ruiz, Susan Neilan, Suzanne Cicale)

Provide students with the opportunity to explore content topics through a Virtual Fieldtrip (VFT)
 * Lesson Focus (Web based)**

Students will be able to define what a characteristics of a temperate forest biome. Students will be able to explain why deciduous trees change through the passing seasons. Students will be able to know that people use many products that come from trees.
 * Content Objective**

Students will be able to define vocabulary terms. Students will be able to create a chart to communicate the characteristics of a forest biome. Students will view a clip from the movie Bambi.
 * Language Objective**

biome, temperate, deciduous, evergreen, foliage, habitat
 * Key Vocabulary**

Students will have an opportunity to share their own experiences, perspectives and knowledge about temperate forest biomes.
 * Cultural Objectives**

Students will take part of a virtual fieldtrip (input link) to explore the temperate forest biome. Students will create flashcards with the different aspects of a temperate forest biome. Students will create a chart, table or concept web to communicate information about the temperate forest biome. Students will view and discuss movie clips. Students will explore how paper is made and produce sample. Students will explore how pencils are made and produce a flow chart. Students will brainstorm about the human role in the temperate forest biome.
 * Overview Lesson Strategy**


 * Lesson Sequence**
 * 1) Access [] : **Temperate Forest Biome Field Trip**. Read the **Trailhead** information for additional background. Explore the **Teacher's Resources** section for ideas. Before starting the **Field Trip** have student prepare their flash card (index cards) by writing on one side of each the vocabulary words that you have listed on the board. As the Field Trip progresses the students will come upon the definitions of each word (they will appear at the bottom of the screen) and should write them on the other side of the card.
 * 2) Whole class: Start the **Field Trip**. As you view the slides read the descriptions, or have students take turns reading, and discuss the content through Questions and Answers. Take time to clarify concepts and make links with past learning. Have students take notes on important information on the temperate forest biome, which they will later use to make a chart, table, or concept web. Explore the animal section (bears and raccoons) as appropriate for your group. Take time to view the short Bambi clip and engage in a discussion about wildfires, the dangers and the ecological importance of them for the forest's evolution. Before continuing the VFT break students into groups. (To access an applet to observe how a wildfire spreads according to the probability parameters you set, click [] . This simple student interactive activity provides an opportunity to integrate a math concept into the discussion.)
 * 3) Group work: Form three groups and assign them to create either a chart, table or concept web to communicate information about the temperate forest biome. They should use the notes they have compiled up to this point. This will provide an opportunity for peer-peer discussions as they review what they have learned and determine how they will summarize the information to include it in their organizer. It may be necessary to go back to a particular slide or section of the VFT and review the information. Upon completion of the VFT, the students should regroup to add more points to their organizer. When finished, students should be given an opportunity to present their work to the class, compare how the information was incorporated into the organizer by the different groups, and discuss the pros and cons of each type of organizer.
 * 4) Making paper: Depending on time, grade level, student interests, and facilities you can explore **How Paper is Made** to develop or reinforce awareness on the forests-trees-paper interdependence. For older students, you may want to assign a short research topic on forest management. You can also coordinate with the art teacher to make recycled paper (**How to Recycle Paper**) and share the process and the results with a visual display for the rest of the school to see an aspect of a recycling effort.
 * 5) Understanding **How Pencils are Made**: As you view and discuss this section work together with the class on creating a flowchart to summarize the sequence of how a pencil is made. As a visual aid, you may want to have a tree trunk section, a block of wood, and a wooden pencil, in addition to lead fillings and incorporate these elements into the chart to create a three dimensional poster.
 * 6) The last stop (slide) in the VFT can be used as jump start on a brainstorm session about the human role in the temperate forest biome. This is an opportunity to discuss more complex concepts like: population density, emigration, migration, consumption of resources, carrying capacity, and limiting factors in an ecosystem. These aspects can then be further developed in subsequent lessons.

This lesson will provide students with opportunities to use language skills, learn and review science concepts, tap on their artistic and math skills.
 * I****nterdisciplinary Connections**


 * Reading/Writing/Discussion Activities:**
 * [|www.bbc.co.uk/nature/habitats]**

Grade 10 Strand V: Genetics, Evolution and Biodiversity Matter and Energy in Ecosystems - How do matter and energy flow though ecosystems? Science and Technology in Society - How do science and technology affect the quality of our lives?
 * CSDE Standards and Performances**

3-5 days, according to student level
 * Approximate Timeframe**

Student progress and achievement will be evaluated by analyzing their task products: flash cards, chart/table/concept web, participation in class discussions, paper product, pencil flow chart, and reflection on personal environmental responsibility and involvement.
 * Assessments**

If computers malfunction or the Internet site is not available due to accessibility restrictions, the teacher can have pictures available to substitute the virtual lesson's visuals or textbook descriptions to guide discussion. The vocabulary cards and charts can still be developed to summarize important information of the temperate forest. Video clips from films like //Avatar// or //Ferngully// can be used to promote interest in the topic and further guide discussion.
 * Contingency Plan: **

Virtual Field Trips and Tours are very useful educational tools for several reasons. They provide students with opportunities to explore places, conditions, events, situations, and points of view without leaving the class room. Trips can be taken independent of weather conditions, funding, student restrictions, and availability of locales. They allow students to engage in topic discussions and tasks through a motivating format that keeps learning focused and on-task. Through this interactive instructional approach, previously gathered and purposefully selected relevant Internet sites are linked in a thread to target knowledge development through active learning. Virtual Field Trips (VFT) can be used to help build background knowledge and activate learning prior to taking an actual fieldtrip.
 * Explanation/Reflection**


 * Lesson Extension**
 * LESSON PLAN WOOD AND PAPER**

Provide students with the opportunity to explore content topics through a Virtual Fieldtrip (VFT)
 * Lesson Focus (Web based)**

Students will develop a growing curiosity and interest in the physical world around them. Students will observe and describe the properties of different kinds of wood and paper. Students will compare different kinds of wood and paper to discover how they are alike and how they are different.
 * Content Objective**

Students will acquire the vocabulary associated with the properties of materials. Students will communicate observations. Students will view a clip from the movie Bambi.
 * Language Objective**

Students will become aware of natural resources in our world. Students will explore a variety of different types of trees.
 * Key Vocabulary**
 * absorb more smooth basswood particleboard soak different pine spread fewer plywood test float redwood texture grain rough weight graph same layer sink**
 * Cultural Objectives**

Students will take part of a virtual fieldtrip (input link) to explore different types of trees in a forest. Students will discuss where wood comes from. Students will become familiar with different kinds and forms of wood found in their home and school environments. They will compare five uniform samples of different kinds of wood, learn their names, and observe how they are alike and how they are different.
 * Overview Lesson Strategy**


 * Lesson Sequence** (Suzanne will provide)
 * 1.**